Immigration-Related Stress-A Guide For Schools

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Stress Related to Immigration Status in Students:A Brief Guide for SchoolsThis brief guide is designed to provide an overview of detention, deportation, and otherimmigration status-related stress and its effect on children and families, as well as suggestionsfor how school personnel can support families in the context of this unique stressor. Please notethat the information included in this document was obtained from published reports as well assuggestions from mental health professionals, teachers and other school staff. It is our hope thatothers might contribute to this guide; in this way it can be a dynamic compilation of practicalideas to support our community members. If you have additional comments or suggestions toadd to this report, please email one of us at:Lisa M. Edwards, PhDDepartment of Counselor Education &Counseling PsychologyMarquette UniversityLisa.edwards@marquette.eduJacki Black, MA EdAssociate Director for Hispanic InitiativesMarquette UniversityJacqueline.black@marquette.eduThe Context of Immigration StressThere are more than 11 million individuals residing in the U.S. without legalauthorization from the federal government. While the total number of unauthorized or“undocumented” immigrants in the U.S. has remained stable since 2009, there has been a rise inK-12 students with at least one undocumented parent. In 2014 estimates suggested that 7.3% (orabout 3.9 million) K-12th grade students in U.S. public and private schools were children ofunauthorized parents.1 The vast majority of these children (3.2 million) were U.S.-born, andtherefore are citizens. These children are members of “mixed-status families,” or households inwhich at least one member is a citizen or legal resident and at least one is not.The context of having a parent, sibling or relative without documentation, or not beingdocumented oneself, is a unique stressor that cannot solely be understood as generic stress ortrauma. Families with members who are undocumented often “live in the shadows,”experiencing a lack of safety and fear of deportation. Because of their relationship with studentsand families, teachers, counselors, and other school personnel are often on the front line ofdealing with mental health concerns as they arise, and should be well-informed about thechallenges that immigration status issues may present.How Detention and Deportation Affects ChildrenOver the past eight years, 2.7 million unauthorized immigrants were deported, notincluding those who “self-deported.”2 These deportations not only affect the individual, but canalso have devastating consequences for families.A growing body of research suggests that children who experience the detention anddeportation of a parent suffer from many short and long-term mental health effects, includingloss of appetite, changes in sleep (e.g., nightmares), crying, clinginess, and feelings of fear.1

Additionally, these children can later exhibit PTSD-like symptoms, including anxiety,withdrawal, and anger/aggression, as well as academic declines at school (for a summaryreport about the psychosocial impact of detention and deportation see: Brabeck, Lykes, &Lustig, 2013).In two reports about the direct effects of detention and deportation on families, researchersidentified these key findings related to mental health:3,4 Children experienced “a pervasive sense of insecurity and anxiety,” which led to mentalhealth concerns such as separation anxiety, attachment disorder and post-traumaticstress disorder.In some cases, children didn’t know their parents were being deported and therefore felttheir parents had suddenly “disappeared.”Family members often had difficulties communicating with parents who were detaineddue to distance, rules and costs of communication, which exacerbated the emotionalharm to children.Spouses and partners of detained parents reported struggling with social isolation anddepression after the detention, which likely negatively affected their children.When parents, who are typically fathers, were detained, there was substantial financialhardship and stress on the family. This hardship often led to caregiving and housinginstability for children.The negative emotional, financial and housing effects led to declines in school performance formany of these children.Toxic Stress: How the Threat of Detention and Deportation Affects ChildrenThe stress related to detention and deportation not only affects those who haveexperienced the detention of a parent or those who are undocumented. For example, researchsuggests that children who are aware of the threat of deportation or who have undocumentedparents have higher levels of fear and anxiety, as well as disrupted sleeping and eating.5 Otherstudies have shown that the threat of deportation negatively affects children’s grades and leadsto more students missing school and changing schools.5,6 Additionally, deportation-relatedstress may in fact spill over to legal residents who experience discrimination and may fear forthe future of themselves or their children.7,8The notion of toxic stress provides a useful framework for understanding how the threatof detention or deportation can negatively affect the physical health, emotional well-being, andeducational performance of youth. Toxic stress is the stress from prolonged exposure to seriousstress that can harm developing brains and result in psychological, biological and neurologicalchanges.9 In essence, this means that children with knowledge about the potential threat ofdeportation may be living in a constant, heightened state of anxiety which does not allow thebody to return to baseline functioning. The American Academy of Pediatrics issued a statementin support of protecting immigrant children against the negative effects of the toxic stress ofliving in fear of deportation since this type of stress can disrupt a child’s developmentalprocesses and lead to long-term concerns.102

This toxic stress may be intensifying in the current political climate. Over fiscal year2016, 92% of those deported from the interior of the U.S. had previously been convicted of acrime.2 Following the new administration’s directive to define deportable offenses morebroadly, however, many unauthorized immigrants who previously had not been consideredhigh priority targets may now be at greater risk for immigration enforcement action. In the firstmajor immigration strike under the Trump presidency, Immigration and Customs Enforcement(ICE) launched coordinated raids in at least 12 states, resulting in over 680 detentions of“criminal aliens” – now defined as any unauthorized immigrant - over the course of one week.11The current administration has also repeatedly called into question the future of the DeferredAction for Childhood Arrivals (DACA) program—President Obama’s executive orderproviding temporary relief from deportation action for many undocumented youth,heightening the uncertainty and anxiety felt by these “DREAMers.”Behavioral/Emotional Signs of Immigration Status-Related Stress in the Classroom:Though every child is different, those who have directly experienced the loss of a parent todeportation or those who are coping with the threat related to documentation status may showsome of the following signs in the classroom: Acting withdrawn—appearing disconnected from life; pulling away from activities andrelationshipsHyperarousal – nervousness, jumpiness, hypervigilance about surroundingsDifficulties focusing in schools, learning or memory problems, and decreased schoolperformanceExternalizing symptoms – aggressive behaviors, temper tantrums, excessively seekingattention, etc.Somatic complaints (e.g., stomach aches, headaches, fatigue)Regressive behaviors in young children (e.g., accidental daytime wetting or reports ofbedwetting)Crying, sadnessFears of being separated from caregivers or family (e.g., not wanting to come to school)Acting nervous, anxious or fearful, avoiding certain activitiesPoor appetite or digestive problemsPoor or disrupted sleepHow School Personnel Can Support Students in the Classroom: Be observant and establish trust. If a student is exhibiting some of the aforementionedbehavioral or emotional signs of distress, do not assume the cause and do not putstudents on the spot by asking them directly. Rather, create an environment in whichstudents feel safe, providing opportunities for them to disclose their stressors. Be anactive listener to see what a child might need.Be patient. Some students may exhibit behaviors and emotions that you have not seenbefore. Consider this when enforcing rules and other disciplinary actions.Be willing to talk. When students reveal immigration status-related issues, don’t beafraid to talk about it. Some students may talk openly about their fears and anger, and3

many may have questions. Don’t hesitate to answer questions as honestly as you can,and let students know when you aren’t sure. For younger children, be sure to uselanguage that is understandable and that does not cause more fear; young children maynot be able to fully comprehend what has been happening or why they feel anxious orstressed.Recognize the importance of language. Teachers and other school personnel should besensitive in their use of language, favoring terminology such as“undocumented/unauthorized immigrants” and making known that use of the terms“illegals” or “illegal immigrants/aliens” will not be tolerated in their classrooms. "Illegalalien" is not a legal term and is not an accurate descriptor as the status of being presentin the U.S. without a visa is not actually a criminal violation. More importantly, theseterms can have a dehumanizing impact by effectively rendering the individual and theirentire existence as “illegal.”Show your support. Teachers can demonstrate their support through images showingthat they are allies. For example, this painting by Favianna Rodriguez has becomesymbolic of the DREAMers movement:By displaying this on a white board or desk, students are more likely to know that youare a “safe” person with whom they can discuss their immigration status–related stress.Communicate with your colleagues. Inform school staff (e.g., counselors, socialworkers, administration) regarding what you are seeing in the classroom so thatappropriate services can be developed and needs can be addressed.Take care of yourself. Seeing the stress that your students and their families are facingcan be overwhelming. Find ways to relieve stress and get the help that you need, too.How Schools Can Support Students and Families: Set a tone of safety and respect.o Make your school a “safe space” through public statements of support such asthis one from the Minneapolis school board that reaffirms every child’s right toan education. These statements are most effective when grounded in the vision,mission, or stated strategic plan goals of the school or district, and shouldinclude language around creating a safe, welcoming environment for allstudents.o Be aware of the peer dynamics in your school environment. Deal directly withany derogatory language or behaviors from peers that are rooted in4

condescending attitudes towards immigrants and use these as teachablemoments.Share accurate and helpful information.o Assure students that any information the school has about a student’simmigration status is protected through FERPA; the only way the federalgovernment can obtain immigration status information from school officials isthrough a warrant or subpoena signed by a federal magistrate.o Inform students and their families of these rights, resources, andrecommendations from the National Immigration Law Center and/or distribute“know your rights” cards which provide simple but important tips for how torespond to encounters with ICE agents.o Be proactive and hold meetings for families who may have questions. Considerbringing legal experts and other social service programs to present aboutrelevant topics.o Remember that some parents may keep their children at home if there are threatsof deportation raids in the community. Research also suggests that Latina/ochildren and families may have a distrust of authorities, sometimes conflatingpolice with ICE officials.12,13 This may be especially true in localities that haveengaged in 287(g) agreements with ICE, which deputize local law enforcementofficers as arms of the federal government. As of the writing of this article, thereare 38 such law enforcement agencies that have been delegated this authority14but new immigration directives from the Department of Homeland Security havecalled for the expansion of this program.15 Stay informed on the situation in yourcommunity and be sensitive to parents’ fears.Provide direct support and start a referral list.o Arrange counseling for students, or if necessary, provide appropriate referrals.Learn about the trusted social service agencies, legal supports, churches orreligious organizations and other resources in your area. Collaborate with theseagencies so that you can feel confident in your referrals, especially given thatsome families will be hesitant to access services or may not be eligible.o Adolescents may also appreciate the opportunity to discuss their stressors withpeers in similar situations through discussion circles and support groups.Encourage advocacy.o Adolescents and young adults may feel empowered and gain access to valuablesupport and resources by volunteering for advocacy organizations. Create spacefor students’ civic engagement through supportive school policies.Stay informed and educate your faculty and staff.o Administrators should take responsibility for staying informed about changes inpolicies and laws regarding immigration and deportation. For example, a policymemorandum by ICE in 2011 established that agents are to refrain fromenforcement actions (e.g., raids) at certain ‘sensitive locations’ such as schoolsand universities, hospitals, churches and other places of worship,funerals/weddings, and public demonstrations such as marches or rallies. It ispossible that this policy memorandum may be reversed; therefore, school leadersshould remain informed about possible changes.165

oProvide professional workshops for school personnel around the challenges thatstudents who are undocumented or who have undocumented family membersface, the protections around student information provided by FERPA, the legallimits of what ICE can and cannot do, and creating culturally competent andresponsive classroom environments.Schools may not be able to address the root causes of immigration status-related stress for thechildren they serve, but through increased awareness, proactive policies, displays of support,and providing access to information and resources, they can do their part to live their mission ofsupporting our community’s students and families.Resource Guides for SchoolsImmigrant and Refugee Children: A Guide for Educators and School Support Staff –American Federation of Teachers 16/06/ICE-Raids Educators-Guide-20161.pdfThis comprehensive guide provides information for school personnel about the rights ofundocumented children and parents and how to respond to ICE raids. Specific materials areprovided to share with families regarding their rights in the context of detainment ordeportation.Resource Guide: Supporting Undocumented Youth - U.S. Department of Education porting-undocumented-youth.pdfThis guide offers legal guidelines, practical tips, and resources for secondary and postsecondaryinstitutions in fostering supportive environments and success for undocumented students.6

References1) Passel and Cohn (2016). Children of unauthorized immigrants represent rising share of K-12students Retrieved from share-of-k-12-students/2) U.S. Immigration and Customs Enforcement. Department of Homeland Security (n.d.)FY 2016 ICE immigration removals. Retrieved from https://www.ice.gov/removalstatistics/20163) Koball, H., Capps, R., Perreira, K., Campetella, K., Hooker, S., Pedroza, J.M., Huerta,S. (2015) Health and Social Service Needs of U.S.-Citizen Children with Detainedor Deported Immigrant Parents. Retrieved -ImmigrantParents.pdf4) Capps, R., Koball, H., Campetella, A., Perreira, K., Hooker, S., &Pedroza, J.M. (2015)Implications of immigration enforcement activities for the well-being of children inimmigrant families. Retrieved ng-children-immigrant-families5) Human Impact Partners (2013). Family unity, family health. How family-focused immigrationreform will mean better health for children and families. Retrieved s/images/FamilyUnityFamilyHealth.pdf6) Passel, J. S., and D. Cohn. (2011). Unauthorized immigrant population: National and statetrends, 2010. Retrieved from: http://www.pewhispanic.org/files/reports/133.pdf7) Becerra, D., Androff, D., Cimino, A., Wagaman, M.A., & Blanchard, K.N. (2013). Theimpact of perceived discrimination and immigration policies upon perceptions ofquality of life among Latinos in the United States. Race & Social Problems, 5, 65-78.8) Novak, N.L., Geronimus, A.T., and Martinez-Cardoso, A.M. (2017). Change in birthoutcomes among infants born to Latina mothers after a major immigration raid.International Journal of Epidemiology. Retrieved from https://doi.org/10.1093/ije/dyw3469) Shonkoff, J. P., Boyce, W. T., & McEwen, B. S. (2009). Neuroscience, molecular biology,and the childhood roots of health disparities: Building a new framework for healthpromotion and disease prevention. Journal of the American Medical Association, 301(21),2252-2259.10) Stein, F. (January 25, 2017). American Academy of Pediatrics Statement on ProtectingImmigrant Children. Retrieved from: n.aspx11) Hauslohner, Abigail, and Sandhya Somashekhar. (2017, February 13) Immigrationauthorities arrested 680 people in raids last week. Washington Post. Retrieved 401 story.html?utm term .708ec582132812) Dreby, J. (2012). The burden of deportation on children in Mexican immigrant families.Journal of Marriage and Family, 74, 829–845.7

13) Hacker, K., Chu, J., Leung, C., Marra, R., Brahimi, M., English, M & Marlin, M.P.(2011). The impact of immigration and customs enforcement on immigrant health:Perceptions of immigrants in Everett, Massachusetts, USA. Social Science Medicine, 73(4),586-594.14) U.S. Immigration and Customs Enforcement (2009). Delegation of Immigration AuthoritySection 287(g) Immigration and Nationality Act. Retrieved fromhttps://www.ice.gov/factsheets/287g15) U.S. Department of Homeland Security (2017). Enforcement of the Immigration Laws toServe the National ublications/17 0220 S1 tional-Interest.pdf16) Weingarten, R., Johnson, L, & Ricker, M.C. (2016) Immigrant and refugee children: A guidefor educators and school support staff. Retrieved fromhttp://www.aft.org/sites/default/files/im uac-educators-guide 2016.pdf8

Stress Related to Immigration Status in Students: A Brief Guide for Schools This brief guide is designed to provide an overview of detention, deportation, and other immigration status-related stress and its effect on children and families, as well as suggestions for how school personnel can

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